STEM Education
STEM Education
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Primary Investigators
Primary Investigators
Tia C. Madkins, The University of Texas at Austin
Yasmiyn Irizarry, The University of Texas at Austin
UT Research Team: Chandel Burgess, Tyra Timm, Nkasano Fullerton, Ricardo Lowe, Briana Owirodu, Sidney Holland.
Black epiSTEMologies UT: Examining Blackness in Postsecondary STEM Education
Black epiSTEMologies UT: Examining Blackness in Postsecondary STEM Education
Black epiSTEMologies is a multi-institutional collaborative research project seeking to develop theories, research methods and tools (e.g., qualitative protocols, quantitative instruments), and forms of knowledge that expand the field of STEM education’s conceptual understandings of and implications for racial equity in STEM for Black students.
Primary Investigators
Primary Investigators
Tia C. Madkins, The University of Texas at Austin
Yasmiyn Irizarry, The University of Texas at Austin
Research Team: Chandel Burgess and Lawrence Teng (UT Austin); Ally Cameron (Duke).
Racialized Learning Environments in Mathematics Education
Racialized Learning Environments in Mathematics Education
In racialized learning environments, minoritized learners experience exclusionary classroom environments with differential opportunities to learn rigorous mathematics. Understanding how teachers’ beliefs influence their work with minoritized learners is a key component of fostering inclusive mathematics classrooms to promote equity and student success. Our research team examines the interconnectedness between mathematics teachers’ racialized beliefs (e.g., Black learners often struggle in mathematics courses) and the how and what of mathematics teaching. Using both qualitative and quantitative analyses, we describe learners’ experiences within racialized mathematics learning environments and how teachers foster inclusive classroom environments. We also developed the first large-scale teacher survey to examine secondary mathematics teachers’ beliefs and practices with explicit attention to race.
This study was supported by a grant from the Bill and Melinda Gates Foundation and Student Experience Research Network. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders.
National Survey of High School Math Teachers
National Survey of High School Math Teachers
The National Survey of High School Math Teachers, piloted in the summer of 2021, is the first large-scale survey focusing on mathematics teachers’ 1) racial beliefs, 2) views about minoritized learners and their families, and 3) inclusive teaching practices. This survey was developed using qual-to-quant translation, an iterative approach to survey design rooted in the principles of QuantCrit. The survey includes questions from existing surveys, as well as original questions informed by existing literature, focus group interviews with mathematics teachers, and regular working group meetings. Teachers for the national pilot were recruited using a split sample design. Over 220 teachers participated in the survey: 58% were part of a national multistage, stratified random sample and 42% were from a national convenience sample recruited through professional associations listservs and social media.
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